Relationships Between Prior Trauma Education and Implementation of Evidence-Based Trauma Treatments

OBJECTIVE: Although evidence-based trauma treatments (EBTT) are broadly disseminated, implementation remains inconsistent. Mental health providers' implementation skills are rarely assessed posttraining, and many fail to complete certification requirements. For over 10 years, the evidence-based Core Curriculum on Childhood Trauma (CCCT) has been delivered with EBTT training for graduate-level trainees, and trainers have reported benefits to EBTT mastery. This study was designed to assess whether CCCT training impacted EBTT mastery. METHOD: We used a quasi-experimental mixed-method design including post-EBTT training surveys, tracking completion of EBTT certification requirements, and qualitative interviews with EBTT trainers. RESULTS: Limited statistically significant quantitative differences emerged for EBTT learning outcomes; however, some small positive effect sizes were seen. Qualitative interviews identified several areas where CCCT-trained providers excelled, including recognizing/managing secondary traumatic stress responses, increased capacity to hear trauma disclosures, reduced resistance to start the EBTT, enhanced integration of case information and case conceptualization, improved confidence, and better fidelity to the EBTT. CONCLUSIONS: Although quantitative data showed limited statistically significant impacts, qualitative findings aligned with earlier anecdotal reports by identifying benefits from CCCT training. Further refinement of quantitative measures and additional data collection may enhance the detection of measurable impacts of CCCT training on EBTT. Given the significant cost and importance of training providers to implement EBTT and improve outcomes of child trauma treatment, developing methods and strategies to improve EBTT training and evaluate its outcomes is vital. (PsycInfo Database Record (c) 2025 APA, all rights reserved).